Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
·Students will be able to describe the life cycle of a butterfly. ·Students will identify parts of a butterfly. ·Students will observe the stages of a butterfly. ·Students will write information made by their observation as they see the caterpillar transform into a butterfly. ·Students will identify what is symmetry. ·Students will read informational text about butterflies. ·Students will compare butterflies to other animals. ·Construct a model of the butterfly life cycle.
Essential Questions What will guide student
inquiry?
·Why do butterflies amaze us? ·Why do butterflies change? ·What is the mystery of the butterfly? ·How do pictures help explain the life cycle of a butterfly? ·What emotions are felt when the butterfly comes out of the chrysalis? ·How can you compare butterflies to frogs?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses PO2. Ask questions based on experiences with objects, organisms, and events in the environment. (See M01-S2C1-01) PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials). Concept 2: Scientific Testing (Investigating and Modeling) PO2. Participate in guided investigations in life, physical, and Earth and space sciences.
PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units).
(See M01-S4C4-07)
PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper).
(See W01-S3C2-01 and W01-S3C3-01) Concept 3: Analysis and Conclusions PO1.Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics. (See M01-S4C4-01)
PO 2. Compare the results of the investigation to predictions made prior to the investigation. Concept 4: Communication
PO 1. Communicate the results of an investigation using pictures, graphs, models, and/or words.
(See M01-S2C1-02 and W01-S3C2-02) PO2.Communicate with other groups to describe the results of an investigation. (See LS-F1) Strand 4: Life Science Concept 1: Characteristics of Organisms PO 1. Identify the following as characteristics of living things: ·growth and development ·reproduction ·response to stimulus PO 2. Compare the following observable features of living things: ·movement – legs, wings PO 3. Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals
Student Outcomes What will students learn
and do?
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Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Overview
Title: Butterfly Life Cycle
Grade Level: First
Subject Area: Science and Math
Time Frame: 2-3 weeks
Description
Summer: Complete the first three sections
School Year: Complete the entire proposal
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
· Students will identify parts of a butterfly.
· Students will observe the stages of a butterfly.
· Students will write information made by their observation as they see the caterpillar transform into a butterfly.
· Students will identify what is symmetry.
· Students will read informational text about butterflies.
· Students will compare butterflies to other animals.
· Construct a model of the butterfly life cycle.
What will guide student
inquiry?
· Why do butterflies change?
· What is the mystery of the butterfly?
· How do pictures help explain the life cycle of a butterfly?
· What emotions are felt when the butterfly comes out of the chrysalis?
· How can you compare butterflies to frogs?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Concept 1: Observations, Questions, and Hypotheses
PO 2. Ask questions based on experiences with objects, organisms, and events in the environment.
(See M01-S2C1-01)
PO 3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials).
Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Participate in guided investigations in life, physical, and Earth and space sciences.
PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units).
(See M01-S4C4-07)
PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper).
(See W01-S3C2-01 and W01-S3C3-01)
Concept 3: Analysis and Conclusions
PO 1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics.
(See M01-S4C4-01)
PO 2. Compare the results of the investigation to predictions made prior to the investigation.
Concept 4: Communication
PO 1. Communicate the results of an investigation using pictures, graphs, models, and/or words.
(See M01-S2C1-02 and W01-S3C2-02)
PO 2. Communicate with other groups to describe the results of an investigation.
(See LS-F1)
Strand 4: Life Science
Concept 1: Characteristics of Organisms
PO 1. Identify the following as characteristics of living things:
· growth and development
· reproduction
· response to stimulus
PO 2. Compare the following observable features of living things:
· movement – legs, wings
PO 3. Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals
What will students learn
and do?
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL